Conceptual frameworks in the doctoral research process: a pedagogical model

Berman, Jeanette and Smyth, Robyn (2015) Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International , 52 (2). pp. 125-136. ISSN 1470-3297

Abstract

This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors' own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral research process that will support the extended abstract thinking (SOLO Taxonomy) essential at this level of postgraduate research. The model articulates the need for alignment between the ontology, methodology and epistemology of doctoral research, with specific articulation of aspects of each dimension. The use of the model involves construction of an explicit conceptual framework, which will ensure a conceptually valid research
project and will focus the social and cultural activity of the process, supporting the student learning, the research project and the supervisory relationships.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version due to publisher copyright policy.
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 11 Jul 2013 02:13
Last Modified: 10 Jul 2015 04:41
Uncontrolled Keywords: conceptual framework; doctoral study; postgraduate research; pedagogical model; doctoral pedagogy
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1301 Education Systems > 130103 Higher Education
22 Philosophy and Religious Studies > 2203 Philosophy > 220304 Epistemology
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.1080/14703297.2013.809011
URI: http://eprints.usq.edu.au/id/eprint/23721

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